Succession research and initiatives Michael Bezzina Australian Catholic University

Recent Australian Overview  Anderson, Gronn, Ingvarson, Jackson, Kleinhenz, McKenzie, Mulford, Thornton(2008) OECD Improving School Leadership Activity: Australia Country Background Report

OECD major succession findings: Principal supply  Difficult to access data on shortages across states and systems.  The workforce is ageing.  Main reasons for wanting to be principal:  Wanting to make a difference  Enjoying leading and managing  A range of factors influence aspirations and applications.  Small schools experience unique problems.

OECD major succession findings: Aspirants  Leadership aspirations differ, but in the studies cited estimates of the numbers of teachers willing to pursue principalship ranged from 12% to 30%  The nature and extent of aspirant identification by employers is highly variable.  Self identification is gradual, trial and error and marked by vulnerability and lack of support.

OECD major findings: Employer response  Comprehensive programs – elaborated across the career eg Victoria (and Sydney CEO)  Targeted eg  WA Rural Aspirant Program (rural),  Sydney CEO Leaders for the Future (under 30s)  Lutheran Education Australia Leadership Development Program

OECD: Issues  Disengagement in “lead up” roles  Identification of aspirants  Leader career paths- lack of research on pathways and influences  Principal role design – expansion and intensification  Lack of principal diversity  Principal wellbeing

Some principal diversity?

DIY research!  A mix and match exercise  Side A: In twos and threes:  What do you think are the essential elements of processes to support leadership succession?  Side B: In twos and threes  Share with one another a current example of a program for aspiring leaders with which you are familiar.

Our essential elements

Initiative: Lutheran Education Australia  Target : Those “deemed to have potential for leadership and the ability to fill leadership positions in Lutheran schools.”

Lutheran  Elements :  profiling exercise,  ongoing mentor relationship,  professional practice project,  portfolio development  conference with established leaders,  formal postgraduate study,  regional support.

Lutheran  Leadership dimensions :  spiritual leadership,  authentic leadership,  educative leadership,  organizational leadership and,  community leadership

Lutheran  Leadership capabilities :  theological,  personal,  relational,  professional,  managerial, and  strategic.

Initiative: HayGroup proposal  Proposed national program  Target : “Highly effective teachers who have demonstrated leadership ability and have identified potential to grow into principalship or other senior school leadership roles.”

HayGroup Selection criteria  1. Leading Learning and Teaching  2. Demonstrated Leadership Ability  3. Capacity for Personal Growth

HayGroup Leadership dimensions  Educational  Interpersonal Leadership  Organisational Leadership  Emotional Intelligence  Visionary Leadership

HayGroup  Elements :  Pre-program diagnostics,  residential,  regional mid-point gathering,  sponsor support and peer learning,  school improvement project  peer learning groups  online materials  negotiated tertiary credit

Overarching framework: Sydney CEO  Features  Whole of system/whole of career perspective  Research based  Overarching leadership framework  System wide support

Sydney CEO  Leadership dimensions  Strategic leadership  Organisational leadership  Human Resource leadership  Religious leadership  Leadership for learning

Sydney CEO  Elements- professional learning  Leaders for the future (under 30s)  Induction for coordinators  Developing leadership skills for middle managers (coordinators with three years experience)  Induction program for Assistant Principals  Preparation for Principalship/Enrichment Program for Assistant Principals (minimum of 2 years in role)  Induction program for Principals  Experienced Principals Leadership Program

Sydney CEO  Elements – Performance Review  Generic role statement  Annual Development Plan  Active role description  Annual discussion of achievements

Sydney CEO: Leaders for the Future  Target :  Any interested teacher under 30 years old – all were invited.

Sydney CEO: Leaders for the Future  Elements  16 three hour, post school or vacation modules  Speakers from other areas as well as education  Negotiated tertiary credit  Launch and Graduation - recognition

The challenge  “Today's leaders need to grow in a leadership rich environment - one that is invitational, developmental and explicit. It is an environment where leadership, initiative and corporate responsibility is an expectation of all staff. That means leadership development is as much a part of formal reform and development agenda of school as curriculum and structural change.” Principals Australia